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Viewing 1-6 of 6 total results
 GRADE HS
algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to...
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algorithm for equivalence is analyzing the multiple ways to find the slope of a line. • An example for analyzing an algorithm for validity is comparing an algorithm for finding the distance between two points using the distance formula, to an algorithm finding the square root of the sum of the horizontal distance and vertical distance between two points on a coordinate grid. 22 21 21 ()()dxx yy=−+−
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=50
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis <span class="highlight">for</span> these algorithms. Logical reasoning and proof draws its substance from the study of geometry, patterns, and analysis to connect remaining strands. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeHS.pdf#page=51
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
<span class="highlight">algorithm</span> <span class="highlight">for</span> equivalence is analyzing the multiple ways to find the slope of a <span class="highlight">line</span>. • An example <span class="highlight">for</span> analyzing an <span class="highlight">algorithm</span> <span class="highlight">for</span> validity is comparing an <span class="highlight">algorithm</span> <span class="highlight">for</span> finding the distance between two points using the distance formula, to an <span class="highlight">algorithm</span> finding the square root of the sum of the horizontal distance and vertical distance between two points on a coordinate grid. 22 21 21 ()()dxx yy=−+−
STATE BOARD OF EDUCATION
for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Descr...
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for History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and maps PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=75
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
<span class="highlight">for</span> History PO 1. Use the following to interpret historical data: a. timelines – B.C.E. and B.C.; C.E. and A.D. b. graphs, tables, charts, and <span class="highlight">maps</span> PO 2. Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). PO 3. Describe the difference between primary and secondary sources. PO 4. Locate information using both primary and secondary sources. PO 5. Describe how archaeological research adds to our understanding of the past
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http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf#page=166
www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-...
the spread of communism (e.g., Berlin and Korean War) <span class="highlight">contour</span> map a representation of the Earth’s surface using lines to show changes in elevation credit the opportunity to borrow money or to receive goods or services in return <span class="highlight">for</span> a promise to pay later, often with interest criminal justice the branch of law that deals with disputes or actions involving criminal penalties, regulating the conduct of individuals, defines crimes, and provides punishment <span class="highlight">for</span> criminal acts Crusades any of the
GRADE 8
can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment.
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can then compare their conjectures to the formula or to the graphical algorithm for finding the midpoint of a line segment.
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=30
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
can then compare their conjectures to the formula or to the graphical <span class="highlight">algorithm</span> <span class="highlight">for</span> finding the midpoint of a <span class="highlight">line</span> segment.
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade8.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
conversion among or between units of measure. There is a strong connection between this performance objective and converting within measurement systems (M08-S4C4-01). Example: • Below, a student determined how many square inches are in a square yard. Write an <span class="highlight">algorithm</span> <span class="highlight">for</span> this process. Test the <span class="highlight">algorithm</span> with a different conversion. 22 9331 ftftftyd =•= 2 14412121 inininft =•= 2 2 22 2 2 1 144 1 9 1 ft in x yd ft xyd
GRADE CWR
identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm,...
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identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s algorithm, Prim’s algorithm, or the “nearest neighbor” algorithm. Example: • Susan is a city planner in charge of the development of roads for a recreational area. The graph shows locations in the area, the possible roads that could be built between locations
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=15
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
identify implicit and explicit assumptions that have been made. In exploring minimum spanning tree situations students devise, analyze, and apply algorithms as they adopt strategies to confront the problem. Such strategies can lead to Kruskal’s <span class="highlight">algorithm</span>, Prim’s <span class="highlight">algorithm</span>, or the “nearest neighbor” <span class="highlight">algorithm</span>. Example: • Susan is a city planner in charge of the development of roads <span class="highlight">for</span> a recreational area. The graph shows locations in the area, the possible roads that could be built between locations
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGradeCWR.pdf#page=33
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
place <span class="highlight">for</span> the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is
GRADE 2
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are int...
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Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or maps. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/maps and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade2.pdf#page=18
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Explanations and Examples Students are expected to: PO 3. Construct simple vertex-edge graphs from simple pictures or <span class="highlight">maps</span>. Connections: M02-S2C4-02 M02-S5C2-04. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. Students are introduced to the connection between coloring pictures/<span class="highlight">maps</span> and vertex-edge graphs. This introduction will lead to using vertex-edge graphs to solve problems (conflict resolution, shortest path, minimum spanning tree
GRADE 5
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of po...
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simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general algorithm or formula for finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=28
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
Arizona Mathematics Standard Articulated by Grade Level The bulleted items within a performance objective indicate the specific content to be taught. Explanations and Examples Updated 1.19.09 Grade 5 Arizona Department of Education: Standards and Assessment Division 28 Approved 6.24.08 Performance Objectives Process Integration Explanations and Examples Students are expected to: Examples: • Analyze the <span class="highlight">algorithm</span> shown below <span class="highlight">for</span> finding the sum 76.0059.2
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http://www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade5.pdf#page=29
www.ade.state.az.us/standards/math/Articulated08/Gradeleveldocs/MathGrade...
simple polygons. Connections: M05-S4C1-03, M05-S4C4- 04, M05-S4C4-05, M05-S5C2-10 M05-S5C2-06. Summarize mathematical information, explain reasoning, and draw conclusions. Using grids, geoboards, or other manipulatives, students are expected to determine the area and perimeter of a variety of polygons, and then develop a general <span class="highlight">algorithm</span> or formula <span class="highlight">for</span> finding the area of rectangles and triangles and the perimeter of any simple polygon. Strand 5: Structure and Logic Concept 2: Logic
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